In Conversation with California and Illinois Students: What Makes CS Learning Consequential for Minoritized Students

• In Event: Voices of Change: Black and Latine Students’ Perspectives on Equitable Computer Science Education

Abstract

The primary objective of this paper is to explore the perspectives of minoritized students from California and Illinois on their high school CS education experiences. By revisiting and refining three major findings from prior work on what makes CS learning consequential for Black and Latine students who have been traditionally denied access to CS learning (Authors, 2023), this study aims to extend previous findings further and clarify ideas for justice-centered pedagogy and consequential CS learning. The insights gained will have significant implications for the "CS for All" movement and future policy reforms targeting a more equitable CS education landscape.

This study is grounded in a justice-centered framework toward equity (Vakil, 2018) in CS education, emphasizing the importance of equitable and inclusive educational practices that address systemic inequities faced by minoritized students. It draws on the concept of consequential learning (Gutiérrez, 2023) to understand how educational experiences are deeply intertwined with students' identities and their real-world contexts. The framework also incorporates principles of culturally relevant pedagogy (Ladson-Billings, 1995) to ensure that CS education is meaningful and accessible to all students.

The research employed a qualitative inquiry approach, utilizing semi-structured interviews conducted in the school year 2022-2023 to gather in-depth insights from California (n = 14) and Illinois (n = 15) students. The interviews were designed to elicit detailed responses about their high school CS learning experiences, focusing on factors that influenced their desire to learn CS and what they found most valuable. The interview data were analyzed thematically to identify common themes and patterns in students' responses.

Putting California and Illinois data into a conversation, the following key findings surface to answer the question of what makes CS learning consequential:
1) Students emphasized the importance of creative freedom in CS classrooms, as it fosters growth in skills, engagement, and self-expression. They shared experiences of working through errors and debugging, which improved their problem-solving skills and confidence.
2) Students valued the expanded views about the world and themselves they gained from CS learning - recognizing CS as integral to modern life, highlighting its relevance to daily activities and societal issues, and noting that CS goes beyond coding, encompassing social topics and human advancement.
3) The significance of teacher care was highlighted, with students emphasizing the positive impact of engaging and supportive teachers. Good teachers made the subject memorable, provided personalized guidance, and discussed real-world topics. Students appreciated teachers who adapted their strategies to meet individual needs and provided necessary support, especially during challenging times.
4) Students agreed that access to CS education is crucial for all high school students. They viewed CS education opportunities as essential for personal development, career readiness, and societal engagement.

By refining previous findings and offering recommendations for justice-centered pedagogy, the paper contributes to the broader discourse on equity in education by centering the voices of minoritized students in the conversation about CS education. This work advances our understanding of how to support minoritized students in CS education, ultimately contributing to the broader “CS for All” movement.

Authors

• Wei Wei, University of California - Los Angeles

• Jean J. Ryoo, University of California - Los Angeles

• Raisa Blazquez, Illinois Workforce and Education Research Collaborative